What Teachers Should Know About Eating Disorders

Written by Amanda Turco, LPC

Eating disorders show up in middle and high schools much more than many people realize. They affect teens of every gender, background, and personality type – quiet kids, top athletes, go-getters, kids who seem totally fine but are struggling underneath it all. Given that students spend so much time at school, teachers are often the first people to notice when something feels off.

Today, we’re going to talk about eating disorders from a teacher/school support staff perspective: what do eating disorders look like in a school setting? What might a student say if they’re struggling? How can teachers respond in a supportive and effective way?

Why Adolescence Is a Vulnerable Time

Puberty is a time of immense development and change. Teens are growing quickly. They’re becoming more aware of their bodies and navigating huge hormonal changes that can bring anxiety, irritability, and/or drops in mood. When you add in all of the major life stressors adolescents are dealing with, from school transitions, friendship changes, bullying, trauma, etc., you have a combination of factors that easily can contribute to the development of an eating disorder. It is so much more than just eating and food- underneath the surface is commonly perfectionism in a high achieving environment, core low self- esteem, and/or sense of control when emotions and stress are high.

We also live in such a tech-focused, social-comparison world. Teens compare themselves constantly, on social media, in group chats, to influencers, celebrities, and to the “perfect,” curated pieces they see of their peers’ lives online. And because everything posted is filtered, curated, or edited, teens are not even comparing themselves to real life. Plus, as humans, most comparisons are upward (aka they are comparing to someone they think is more attractive, more successful, more athletic, more popular, etc.). To make it EVEN harder, social media rewards extremes: the fittest, the thinnest, the most disciplined, the most “aesthetic.” For teens who are already feeling insecure, this can create a sense that their worth is connected to how they look and/or what they eat.

All of this makes adolescence a uniquely vulnerable time. Most teens won’t just openly say they’re struggling, but the experience can be overwhelming and consuming. When you layer developmental changes, social stress, and digital comparison on top of each other, it becomes easier to understand why disordered eating can take hold so quickly. This is also why the role of the adults matters so much. Teachers, counselors, coaches, and school staff are often the first to notice small shifts and those early observations can be the key to getting a teen connected to support before things become more serious.

What Students Are Saying

Here are some real themes coming up again and again from students who are struggling. We see it in our practice and hear from others the same themes over and over again:

“I need to eat less if I want to run faster/play better.”
“Anna isn’t eating her lunch, should I?”
Talking frequently about weight, shape, calories, foods being “good” or “bad.”
Throwing away snacks or parts of their lunch.
Feeling too embarrassed to eat in front of peers.
Hearing teachers make comments about food or bodies and taking them literally.

We also hear more subtle patterns: students comparing portion sizes to their friends’, skipping breakfast because they “just aren’t hungry in the mornings,” or proudly describing long gaps between meals as if it’s an achievement. Some students will casually mention following influencers’ “wellness routines” or trying out “clean eating,” often not realizing how quickly those behaviors can slide into restriction.

Warning Signs Teachers Might See:

Eating disorders rarely look like the dramatic stereotypes we see in movies. In a school environment, the red flags can be subtle:

Restricting food or secretly throwing food away
Decline in academic performance
Trouble focusing; seeming tired or checked out
Frequent visits to the nurse for headaches or dizziness
Decline in athletic performance
Visible weight changes (loss or gain)
Wearing baggy or layered clothing to hide their body
Increased talk about weight, shape, or dieting
Social withdrawal
Heightened anxiety or noticeable irritability

These signs are not ALWAYS an eating disorder, and an eating disorder may have none of these signs. That said, these are some flags to keep an eye out for and consider asking for help or another opinion to determine a next step.

A Quick Screening Tool for Counselors or Staff

If something feels “off” with a student, here are a few easy questions that can help you check in without making them feel pressured:

“Hey, I’ve noticed you seem a little low-energy lately. How have you been feeling?”
“Has anything been feeling stressful or overwhelming for you recently?”
“How have things been going during the school day? Anything you’ve been struggling with?”
“I’ve noticed you haven’t been eating much at lunch, how are meals feeling for you lately?”
“Do you usually eat breakfast before school?”
“Is it hard for you to eat during the school day for any reason?”
“Have you been feeling dizzy, tired, or having headaches during the day?”
“Is it hard to focus in class lately? Do you feel like your energy dips at certain times?”
“Are you feeling okay during sports or gym? Any changes in how your body feels when you’re active?”
“Have you been feeling pressure to change your body in any way? Where do you think those ideas or pressures are coming from?”
“If you’re skipping snacks or lunch, what usually leads to that?”
“Is there anything about food, eating, or your body that feels hard to talk about?”
“Is there something you wish adults understood about what you’re experiencing?”

These questions can help identify risk while keeping the conversation grounded and nonjudgmental. And at the end of the day, remember: your instincts tell a lot, and it won’t hurt to ask questions, whether someone is struggling or not.

How Teachers and School Counselors Can Help:

Create safe spaces for connection. Lunch groups, lunch-and-learns, and informal check-ins can help you see patterns you might miss in the classroom. Many students trust teachers deeply, even more than they realize.
Prioritize safety and communication. If something concerns you, reach out to parents and recommend they consult with their pediatrician or an eating disorder specialist.
Coordinate with outside providers when possible. If a student is already in therapy, it’s often helpful to align on supports. Supervised lunches, gym class modifications, or temporary breaks from sports practices are common accommodations that are implemented in the treatment plan.
Be mindful about food-related assignments. Avoid projects involving calorie counting, food diaries, or meal planning. These can unintentionally reinforce the hyper-focus on weight and shape.
Use thoughtful language. Teens pick up on everything. A small comment about someone’s body, what they’re eating, or your own diet can stick with them more than you might expect. When students say something inaccurate or harmful about food or weight, gently offer a reframe.
Allow snacks when appropriate. Some students genuinely need consistent nourishment throughout the day. Creating flexibility helps.

When in doubt, reach out for specialized support.

No teenager should be dieting, especially in the middle of their developmental years. Eating disorders are serious but treatable, and educators are in a powerful position to notice changes early and support students in getting connected to help. If you work with teens, being aware of these signs and approaching students with compassion can make a life-changing difference! Don’t hesitate to reach out!

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